Authors : Dr. Dustin Alan Scott; Becky Siceloff; Bradly E. Roh

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/37f46mrk

Scribd : https://tinyurl.com/2cee4sr6

DOI : https://doi.org/10.38124/ijisrt/25aug1322

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : The purpose of this qualitative inquiry project was to explore the perspectives of U.S. health care frontline health care leaders regarding their training strategies and their effects on retention and employee satisfaction. The study addressed the growing concern over nurse burnout, high turnover, and leadership gaps in clinical settings by examining whether current training strategies adequately support nurse leaders in real-world practice. The guiding project question was “What are the perspectives of U.S. health care frontline leaders on the and their effects on retention and employee satisfaction?” A generic qualitative inquiry methodology was employed to capture the lived experiences of nurse leaders. Semi-structured interviews were conducted via Zoom with a purposive sample of 12 registered nurses in leadership roles across various health care settings. The participant group included a diverse representation of gender, race, and experience. Thematic analysis was used to analyze interview transcripts, following Braun and Clarke’s six-phase process. Key themes identified included the inadequacy of current training formats, the value of experiential learning and mentorship, the role of emotional intelligence in leadership, and the impact of leadership support on retention. Participants consistently emphasized the need for training programs that are relevant, emotionally intelligent, and tailored to the realities of nursing leadership. The study concluded that leadership development is most effective when it incorporates relational learning, mentorship, and context-specific support, rather than relying on generic computer-based modules. Practically, the project suggests health care organizations should restructure leadership training to include protected time for development, hands-on learning, and emotional skill- building. The deliverable for this capstone includes a set of recommendations for evidence-informed leadership development practices that align with frontline realities. This research contributes to the field by elevating the voices of nurse leaders and offering actionable insights for improving leadership development strategies in clinical practice.

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